ELL Learners understand the economic growth of the colonies brought to America by European institutions through graphic organizer. All students may find the graphs relevant to the historical background.
Go to images about Poor Richard's Almanack and learn more about Ben Franklin's work. While visiting Philidelphia, I notice that Ben Franklin's resting place was directly behind the my hotel. On his grave site were numerous pennies and across the street was The Franklin Mint. Why were so many pennies placed on this hollow ground?
The student will demonstrate knowledge of events and issues of the Revolutionary Period by c) analyzing reasons for colonial victory in the Revolutionary War.
Click on the graph for class discussion. Vocabulary, Lesson 3, Wordly Wise Games
The national flag of the United States of America consists of thirteen equal horizontal stripes of red alternating with white, with a blue rectangle in the canton bearing fifty small, white, five-pointed stars.The fifty stars on the flag represent the 50 states and the 13 stripes represent the original thirteen colonies that rebelled against the British monarchy and became the first states in the Union.Nicknames for the flag include the Stars and Stripes, Old Glory, and The Star-Spangled Banner (also the name of the national anthem).The flag of the United States is one of the nation's most widely recognized symbols. Within the U.S. it is frequently displayed, not only on public buildings, but on private residences. It is also used as a motif on decals for car windows, and clothing ornaments such as badges and lapel pins. Throughout the world it is used in public discourse to refer to the U.S., not only as a nation, state, government, and set of policies, but also as an ideology and set of ideals.Apart from the numbers of stars and stripes representing the number of current and original states, respectively, and the union with its stars representing a constellation, there is no legally defined symbolism to the colors and shapes on the flag. However, folk theories and traditions abound.The United States Flag Code outlines certain guidelines for the use, display, and disposal of the flag. For example, the flag should never be dipped to any person or thing, unless it is the ensign responding to a salute from a ship of a foreign nation. (This tradition may come from the 1908 Summer Olympics in London, where countries were asked to dip their flag to King Edward VII: the American flag bearer did not. Team captain Martin Sheridan is famously quoted as saying "this flag dips to no earthly king", though the true provenance of this quotation is unclear.Flags on display on the National Mall.The flag should never be allowed to touch the ground and, if flown at night, must be illuminated. If the edges become tattered through wear, the flag should be repaired or replaced. When a flag is so tattered that it can no longer serve as a symbol of the United States, it should be destroyed in a dignified manner, preferably by burning. The American Legion and other organizations regularly conduct dignified flag-burning ceremonies, often on Flag Day, June 14. It is a common myth that if a flag touches the ground or becomes soiled, it must be burned as well. While a flag that is currently touching the ground and a soiled flag are unfit for display, neither situation is permanent and thus the flag does not need to be burned if the unfit situation is remedied.Significantly, the Flag Code prohibits using the flag "for any advertising purpose" and also states that the flag "should not be embroidered, printed, or otherwise impressed on such articles as cushions, handkerchiefs, napkins, boxes, or anything intended to be discarded after temporary use".Both of these prohibitions are widely flouted, almost always without comment.Although the Flag Code is U.S. Federal law, it is only binding on government institutions displaying the flag: there is no penalty for a private citizen or group failing to comply with the Flag Code and it is not widely enforced—indeed, punitive enforcement would conflict with the First Amendment right to freedom of speech.Passage of the proposed Flag Desecration Amendment would overrule legal precedent that has been established.
Reading Informational Material
On the flag sheet of paper, your are to write about the symbolic and archetype meaning that surrounds this American Icon. Think about the event of Memorial day, 911, flag day and other days when the significance of the American flag affects the human spirit.
Build Skills: from The Interesting Narrative of the Life of Olaudah
ELLs and students will demonstrate knowledge of events and issues of the Revolutionary Period by (a) analyzing how the political ideas of John Locke and those expressed in Common Sense by discussing the graph to understand the historical relevance to the text. The ideas of John Locke helped shape the Declaration of the Independence.
Click the link.
ELLs and student will demonstrate knowledge of events andissues of the Revolutionary Period byb) describing the political differences among the colonists concerning separation from Britain using this helpful graph to under the historical relevance of the literature.
Click the link to find the issues that surround the Revolutionary War. Build Skills: Speech in the Virginia Convention * Speech
in the Convention, page 75
Join or Die: One of the first political cartoons published in America
The student will demonstrate knowledge of events and issues of the Revolutionary Period by b) describing the political differences among the colonists concerning separation from Britain
Click on the link for the discussion graph. Complete independence was desired from England Inspired by Locke , Paine and Patrick Henry who help to provide the troops for the American Army, led by George Washington through the speech in the Convention by Benjamin Franklin.
ELLs and students will demonstrate knowledge of the issues involved in the creation and ratification of the Constitution of the United States of America and how the principles oflimited government, consent of the governed, and the social contract are embodied in it by (a) explaining the origins of the Constitution, including the Articles of Confederation.
www.jccc.ed Michel-Guillaume-Jean De Crevecoeur, Letters from an American Farmer, 1783. Crevecoeur was a Frenchman who had served with Montcalm in the French and Indian ...
Preview, page 88
SG (Small Group) Assignment and WG (Whole Group Presentations
What has happened in American that has made both politcal and social changes? Learners will use the posters below to create his or her own poster about what he or she has read and heard in the stories read as a whole group. Learners will be able to assess the infomation read, and learners will be able to present his or her posters and detailed information to the class as a whole group. A presentation rubric will be use to assess the assignment.
Learning Objective(s): The learner will be able to: 1. Identify passages from the English Bill of Rights, Magna Carta, the Mayflower Compact, and the United States Declaration of Independence; 2. Paraphrase the passage into today’s language. 3. Discuss the meaning of a compact and declaration 4. Work as a small group to deducted the correct answers to solve the treasurer hunt.
Relative Chronology (Historical Documents)
Historical Nonfiction Reading and Treasurer Hunt Assessment- click this link and read the following document SG (Small Group Assignment:
Thirteen Colonies Powerpoint ELL and students will demonstrate knowledge of the issues involved in the creation and ratification of the Constitution of the United States of America and how the principles oflimited government, consent of the governed, and the social contract are embodied in it by b) identifying the major compromises necessary to produce the Constitution, and the roles of James Madison and George Washington.
Click on the link for group discussion. ELLs and students will demonstrate knowledge of the issues involved in the creation and ratification of the Constitution of the United States of America.
Continue the discussion with this graph also to help ELLs with visual concepts. The student will demonstrate knowledge of the issues involved in the creation and ratification of the Constitution of the United States of America and how the principles of limited government, consent of the governed, and the social contract are embodied in it by c)describing the conflict over ratification, including the Bill of Rights and the arguments
of the Federalists and Anti-Federalists.
Continued==Click on link for Whole Group Discussion. The student will demonstrate knowledge of the issues involved in the creation and ratification of the Constitution of the United States of America and how the principles of limited government, consent of the governed, and the social contract are embodied in it by c)describing the conflict over ratification, including the Bill of Rights and the arguments
of the Federalists and Anti-Federalists.
The student will demonstrate knowledge of the issues involved in the creation and ratification of the Constitution of the United States of America and how the principles of limited government, consent of the governed, and the social contract are embodied in it by d) examining the significance of the Virginia Declaration of Rights and the Virginia Statute for Religious Freedomin the framing of the Bill of Rights. Bill of Rights Game Now let's look at how the BOR's apply to Supreme Court cases. Use the following website to match court cases to their resulting rulings: Supreme Court cases
Cut the pieces of the handout apart and glue the corresponding pieces together. Cut and Paste WS Learners Will Review Historical Nonfictions Selections. Constitution Powerpoint
Unit 2 A Nation Is Born: Early National Literature (1750 - 1800)
http://www.archives.gov/exhibits/charters/charters.htmlAbove is a link where one will find The Bill of Rights, the Declaratiion of Independence, and The United States Constituion.
Go to images about Poor Richard's Almanack and learn more about Ben Franklin's work. While visiting Philidelphia, I notice that Ben Franklin's resting place was directly behind the my hotel. On his grave site were numerous pennies and across the street was The Franklin Mint. Why were so many pennies placed on this hollow ground?
//Poor Richard's Almanack// - North Carolina Digital History - //LEARN NC//
►
Build Skills: from The Autobiograhy * from Poor Richard's Almanack, page 43
from The Autobiography by Benjamin Franklin, Preview, page 44
Selection, page 45
from Poor Richard's Almanack by Benjamin Franklin, Preview, page 51
Apply the Skills, page 52
The student will demonstrate knowledge of events and issues of the Revolutionary Period by c) analyzing reasons for colonial victory in the Revolutionary War.
Vocabulary, Lesson 3,
Wordly Wise Games
The national flag of the United States of America consists of thirteen equal horizontal stripes of red alternating with white, with a blue rectangle in the canton bearing fifty small, white, five-pointed stars.The fifty stars on the flag represent the 50 states and the 13 stripes represent the original thirteen colonies that rebelled against the British monarchy and became the first states in the Union.Nicknames for the flag include the Stars and Stripes, Old Glory, and The Star-Spangled Banner (also the name of the national anthem).The flag of the United States is one of the nation's most widely recognized symbols. Within the U.S. it is frequently displayed, not only on public buildings, but on private residences. It is also used as a motif on decals for car windows, and clothing ornaments such as badges and lapel pins. Throughout the world it is used in public discourse to refer to the U.S., not only as a nation, state, government, and set of policies, but also as an ideology and set of ideals.Apart from the numbers of stars and stripes representing the number of current and original states, respectively, and the union with its stars representing a constellation, there is no legally defined symbolism to the colors and shapes on the flag. However, folk theories and traditions abound.The United States Flag Code outlines certain guidelines for the use, display, and disposal of the flag. For example, the flag should never be dipped to any person or thing, unless it is the ensign responding to a salute from a ship of a foreign nation. (This tradition may come from the 1908 Summer Olympics in London, where countries were asked to dip their flag to King Edward VII: the American flag bearer did not. Team captain Martin Sheridan is famously quoted as saying "this flag dips to no earthly king", though the true provenance of this quotation is unclear.Flags on display on the National Mall.The flag should never be allowed to touch the ground and, if flown at night, must be illuminated. If the edges become tattered through wear, the flag should be repaired or replaced. When a flag is so tattered that it can no longer serve as a symbol of the United States, it should be destroyed in a dignified manner, preferably by burning. The American Legion and other organizations regularly conduct dignified flag-burning ceremonies, often on Flag Day, June 14. It is a common myth that if a flag touches the ground or becomes soiled, it must be burned as well. While a flag that is currently touching the ground and a soiled flag are unfit for display, neither situation is permanent and thus the flag does not need to be burned if the unfit situation is remedied.Significantly, the Flag Code prohibits using the flag "for any advertising purpose" and also states that the flag "should not be embroidered, printed, or otherwise impressed on such articles as cushions, handkerchiefs, napkins, boxes, or anything intended to be discarded after temporary use".Both of these prohibitions are widely flouted, almost always without comment.Although the Flag Code is U.S. Federal law, it is only binding on government institutions displaying the flag: there is no penalty for a private citizen or group failing to comply with the Flag Code and it is not widely enforced—indeed, punitive enforcement would conflict with the First Amendment right to freedom of speech.Passage of the proposed Flag Desecration Amendment would overrule legal precedent that has been established.
Reading Informational Material
On the flag sheet of paper, your are to write about the symbolic and archetype meaning that surrounds this American Icon. Think about the event of Memorial day, 911, flag day and other days when the significance of the American flag affects the human spirit.
Build Skills: from The Interesting Narrative of the Life of Olaudah
//Olaudah Equiano// Recalls the //Middle Passage// 1789 //Olaudah Equiano// **...**
Equiano by Olaudah Equiano, page 53
Preview, page 54
Selection, page 55
Apply the Skills, page 58
ELLs and students will demonstrate knowledge of events and issues of the Revolutionary Period by
(a) analyzing how the political ideas of John Locke and those expressed in Common Sense by discussing the graph to understand the historical relevance to the text. The ideas of John Locke helped shape the Declaration of the Independence.
Click the link.
The Declaration of Independence by Thomas Jefferson, Preview, page 60
ELLs and students will demonstrate knowledge of events and issues of the Revolutionary Period by
(a) analyzing how the political ideas of John Locke and those expressed in Common Sense
helped shape the Declaration of Independence by using the graph that shows the historical background relevance.
from The Crisis, Number 1 by Thomas Paine. Click on the graph below.
ELL and students will demonstrate knowledge of events and issues of the Revolutionary Period by
(a) analyzing how the political ideas of John Locke and those expressed in Common Sense
helped shape the Declaration of Independence.
Selection, page 62
Apply the Skills, page 65
Build Skills: An Hymn to the Evening, To His Excellency
George Washington by Phillis Wheatley, page 66
Preview, page 67
Apply the Skills, page 68
Reading Informational Materials
Press Releases, page 69
ELLs and student will demonstrate knowledge of events and issues of the Revolutionary Period by b) describing the political differences among the colonists
concerning separation from Britain using this helpful graph to under the historical relevance of the literature.
Build Skills: Speech in the Virginia Convention * Speech
in the Convention, page 75
Speech in the Virginia Convention by Patrick Henry
Preview, page 76
Selection, page 77
The student will demonstrate knowledge of events and issues of the Revolutionary Period by
b) describing the political differences among the colonists concerning separation from Britain
Complete independence was desired from England Inspired by Locke , Paine and Patrick Henry who help to provide the troops for the
American Army, led by George Washington through the speech in the Convention by Benjamin Franklin.
ELLs and students will demonstrate knowledge of the issues involved in the creation and ratification of the Constitution of the United States of America and how the principles of limited government, consent of the governed, and the social contract are embodied in it by (a) explaining the origins of the Constitution, including the Articles of Confederation.
Preview, page 81
Apply the Skills, page 82
Build Skills: Letter to Her Daughter From the New White House
- from Letters from an American Farmer, page 83
P11RN083.pdf
- Details
- Download
- 38 KB
Letter to Her Daughter from the New White House by Abigail AdamsPreview, page 84
Selection, page 85
Vocabulary, Lesson 4,
Wordly Wise Games
from Letters from an American Farmer
by Michel-Guillaume Jean de Crevecoeur
www.jccc.ed//Michel//-//Guillaume//-//Jean De Crevecoeur//, Letters from an American **...**
Michel-Guillaume-Jean De Crevecoeur, Letters from an American Farmer, 1783. Crevecoeur was a Frenchman who had served with Montcalm in the French and Indian ...
Preview, page 88
Selection, page 89
Apply the Skills, page 92
SG (Small Group) Assignment and WG (Whole Group Presentations
What has happened in American that has made both politcal and social changes? Learners will use the posters below to create his or her own poster about what he or she has read and heard in the stories read as a whole group. Learners will be able to assess the infomation read, and learners will be able to present his or her posters and detailed information to the class as a whole group. A presentation rubric will be use to assess the assignment.
Learning Objective(s): The learner will be able to:
1. Identify passages from the English Bill of Rights, Magna Carta, the
Mayflower Compact, and the United States Declaration of
Independence;
2. Paraphrase the passage into today’s language.
3. Discuss the meaning of a compact and declaration
4. Work as a small group to deducted the correct answers to solve the treasurer hunt.
Relative Chronology (Historical Documents)
Historical Nonfiction Reading and Treasurer Hunt Assessment- click this link and read the following document SG (Small Group Assignment:
This is the end of Unit 2
Manifest Destiny Powerpoint
Thirteen Colonies Powerpoint
ELL and students will demonstrate knowledge of the issues involved in the creation and ratification of the Constitution of the United States of America and how the principles of limited government, consent of the governed, and the social contract are embodied in it by b) identifying the major compromises necessary to produce the Constitution, and the roles
of James Madison and George Washington.
ELLs and students will demonstrate knowledge of the issues involved in the creation and
ratification of the Constitution of the United States of America.
The student will demonstrate knowledge of the issues involved in the creation and ratification of the Constitution of the United States of America and how the principles of
limited government, consent of the governed, and the social contract are embodied in it by c)describing the conflict over ratification, including the Bill of Rights and the arguments
of the Federalists and Anti-Federalists.
The student will demonstrate knowledge of the issues involved in the creation and ratification of the Constitution of the United States of America and how the principles of
limited government, consent of the governed, and the social contract are embodied in it by c)describing the conflict over ratification, including the Bill of Rights and the arguments
of the Federalists and Anti-Federalists.
the United States of America and how the principles of limited government, consent of the governed, and the social contract are embodied in it by d) examining the significance of the Virginia Declaration of Rights and the Virginia Statute for Religious Freedomin the framing of the Bill of Rights.
Bill of Rights Game Now let's look at how the BOR's apply to Supreme Court cases. Use the following website to match court cases to their resulting rulings: Supreme Court cases
Cut the pieces of the handout apart and glue the corresponding pieces together. Cut and Paste WS
Learners Will Review Historical Nonfictions Selections.
Constitution Powerpoint
Constitution Jeopardy
American Revolution Powerpoint
Principles of the Constitution (Powerpoint)
http://list.ly/list/1m9-constitution-day-resources
Articles of Confederati
ive Chronology (Historical Document
Unit 3 Click on the link below to see Junior Lesson Plans for Unit 3Junior Lesson Plans Unit 3